解开移民背景和SES在学生预期的人际关系教师行为中的作用
Iris Boer1, Duco Veen2, Fenella Fleischmann3
1Department of Interdisciplinary Social Sciences, ERCOMER, Utrecht University, Utrecht, The Netherlands.
Journal of community psychology
|September 22, 2025
概括
学生预计老师会根据社会经济地位对待同学,而不是移民背景. 孩子们期望教师对来自较不富裕家庭和有学术爱好的人更友好.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
- 儿童发展 儿童发展
背景情况:
- 教师与学生的互动显著影响学生的发展.
- 社会偏见可以影响人们对人际行为的期望.
- 了解学生对教师偏见的看法对于公平教育至关重要.
研究的目的:
- 检查学生对教师对同学的人际行为的期望.
- 调查移民背景和社会经济地位对这些期望的影响.
- 探索教师的信念作为学生期望的潜在调节者.
主要方法:
- 这项联合实验涉及68名教师和1186名学生 (4至6年级).
- 系统地调查虚构同学的移民和社会经济特征.
- 对边际平均值的贝叶斯分析,以确定对预期教师行为的影响.
主要成果:
- 学生期望教师对来自较低社会经济背景的儿童表现出更积极的行为.
- 学生的期望受到父母的收入,教育水平和孩子的爱好的影响.
- 在孩子的移民背景和预期的教师行为之间没有发现显著的联系.
结论:
- 学生的看法表明,教师的人际行为主要由社会经济因素区分开来.
- 移民背景和教师的信仰并没有显著改变学生的期望.
- 调查结果强调了社会经济地位在学生对教师互动的看法中的重要性.
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